Impact of Early Childhood Development (ECD) Policies on Ecd Programme Implementation in Buhera District Primary Schools, Manicaland Province, Zimbabwe
Authors: Shylate Muzilikazi, Dr. Virginia Hope Mawere & Prof. Bornface Chenjerai Chisaka Zimbabwe
Abstract: The research was based on a qualitative case study to evaluate the impact of Early Childhood Development (ECD) policies on ECD programme implementation in Buhera District primary schools, Manicaland, Zimbabwe. Statistics from Buhera district offices in 2018 showed that 142 registered primary schools in the district managed to attach both ECD-A and ECD-B classes to primary schools as per Nziramasanga Commission (1999) recommendations and the Secretary’s Circular No. 14 of 2004. The study sample consisted of 17 participants who were purposively sampled from 142 primary schools and these included 5 school heads, 5 ECD teachers, 5 parents/SDC and 2 NGOs, representatives. The researchers employed auxiliary instruments namely; in-depth interview guides, observation checklists and ECD documents. The study revealed that the establishment of ECD programmes after Zimbabwe’s independence in 1980 was welcomed by the majority of parents since most children could not access ECD services due to discriminatory colonial policies. However, it was found that the ECD policies were poorly disseminated to the user system, lacked clarity on inclusive education, roles and responsibilities of school heads, ECD teachers and parents which impacted negatively on infrastructure development, curriculum development, material resources provision and ECD staff performance. The study recommended the government to come up with comprehensive ECD policies that provide adequate and effective leadership, coordinated planning, efficient funding and implementation, monitoring of progress and on-going improvements in order to enhance effective ECD policy implementation.